Abstract

Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (t(20) = −5.20, p < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.

摘要

由学校和社区雇佣的心理健康、健康和教育人员组成的多学科团队在学校共同努力，提供全面的心理健康促进、预防、早期干预和治疗服务和支持。有意识的团队结构和实践对于确​​保团队提供有效、协调的服务和支持至关重要。目前的研究调查了持续质量改进策略在 24 个学区团队为期 15 个月的全国学习协作期间提高学校心理健康团队绩效的程度。从基线到协作结束，所有团队都显着提高了他们的平均团队绩效 ( t (20) = −5.20, p<.001）。Plan-Do-Study-Act (PDSA) 循环允许团队快速评估特定的质量改进变化以提高他们的绩效。改进最多的团队专注于增加多学科团队成员、避免重复和提高效率，以及与社区心理健康提供者/资源建立联系。